ANALYSIS MATRIX FOR INFORMAL ASSESSMENT MSU Student Name: Jon Emerson Name of Unit: Poetry Lesson Objectives: 1. The students will learn the different sounds within poetry: alliteration, onomatopoeia, assonance, and consonance. 2. The students will learn how to identify the different sounds within a poem and what it does to the poem as a whole.
Question
Percent of Students whose answers closely matched Objective 1
Percent of Students whose answers closely matched Objective 2
Percent of Students whose answers closely matched Objective3
Patterns or Themes noted in students’ answers.
1. What is the main idea of today’s lesson?
80%Explain two important things you learned from today’s lesson
73.3%
“To find sound words like alliteration, onomatopoeia, assonance, and consonance.” “To learn poetry and the parts of it” “Sound in a poem and how to find them”
Percent of Students who gave significant information.
Examples of some answers
2.What are two important things learned?
66.7%
“Onomatopoeia—using words that are what they sound like” “Assonance = repetition of vowels without rhyming”
Percent of students who identified unit
Examples of answers that showed connection between lesson and unit.
3. What is the unit we are studying?What is the unit we are studying?
93.3%
“We are studying poetry… [I]t helped me understand how to identify elements” “Poetry. It helped me learn because we got to have fun today with a game” “Poetry. It helped me understand what goes into a poem”
List themes of student answers
4. Things Student teacher did to help you learn?
Examples Candy “Came and helped”
At the close of our lesson on the sound aspect of poetry, I felt very relieved in how well the students seemed to grasp the material. There was a constant input to be had by the students when asked questions about the material being covered in class. I felt, even within the setting of the Academy, every single student would have no problem explaining their newly acquired knowledge on their informal class survey.
It seems with the high expectations I have listed here there is a big “BUT” coming. That is not completely true; only a little one. Our students provided very positive data in terms of what they had learned from our lesson. This is not to say there weren’t those who did not provide adequate responses that signified understanding in terms of the lesson. I will focus mainly on those.
For one, the answers that did not match up specifically with the question presented were not included within the results of comprehension. For example, question two asks for two things that were learned in the lesson. One student responded to the question with the word, “sound.” Not entirely incorrect; however, how can an educator assume that this student has a thorough grasp of this knowledge. They can’t. To assume a student knows is ridiculous.
One thing that could be done, personally, to alleviate this in the future is to make sure that every lesson taught gets to every student so when asked what they know, there is not a hesitation for a full answer. Another issue that could be focused on in the future is to respond to the agonizing question that plagues every student, “why do I need to know this.” If this answer is explained before the lesson, more of their interest will be peaked and their investment to the knowledge will increase. I don’t believe this was done prior to this lesson.
Am I more or less satisfied with the results? Yes. I am pleased for a second lesson ever taught. Do I think I every student can explain what was taught that day? No. I am not a great teacher yet. I have work to do. This gauge is a real look into the minds of these students to better understand what was learned from me and my co-teacher. I think there is much work to be done. No fear, though, it will only get better.
MSU Student Name: Jon Emerson
Name of Unit: Poetry
Lesson Objectives:
1. The students will learn the different sounds within poetry: alliteration, onomatopoeia, assonance, and consonance.
2. The students will learn how to identify the different sounds within a poem and what it does to the poem as a whole.
“To learn poetry and the parts of it”
“Sound in a poem and how to find them”
“Assonance = repetition of vowels without rhyming”
“Poetry. It helped me learn because we got to have fun today with a game”
“Poetry. It helped me understand what goes into a poem”
Candy
“Came and helped”
At the close of our lesson on the sound aspect of poetry, I felt very relieved in how well the students seemed to grasp the material. There was a constant input to be had by the students when asked questions about the material being covered in class. I felt, even within the setting of the Academy, every single student would have no problem explaining their newly acquired knowledge on their informal class survey.
It seems with the high expectations I have listed here there is a big “BUT” coming. That is not completely true; only a little one. Our students provided very positive data in terms of what they had learned from our lesson. This is not to say there weren’t those who did not provide adequate responses that signified understanding in terms of the lesson. I will focus mainly on those.
For one, the answers that did not match up specifically with the question presented were not included within the results of comprehension. For example, question two asks for two things that were learned in the lesson. One student responded to the question with the word, “sound.” Not entirely incorrect; however, how can an educator assume that this student has a thorough grasp of this knowledge. They can’t. To assume a student knows is ridiculous.
One thing that could be done, personally, to alleviate this in the future is to make sure that every lesson taught gets to every student so when asked what they know, there is not a hesitation for a full answer. Another issue that could be focused on in the future is to respond to the agonizing question that plagues every student, “why do I need to know this.” If this answer is explained before the lesson, more of their interest will be peaked and their investment to the knowledge will increase. I don’t believe this was done prior to this lesson.
Am I more or less satisfied with the results? Yes. I am pleased for a second lesson ever taught. Do I think I every student can explain what was taught that day? No. I am not a great teacher yet. I have work to do. This gauge is a real look into the minds of these students to better understand what was learned from me and my co-teacher. I think there is much work to be done. No fear, though, it will only get better.